Pedagogical and Curricular Change The Namibian policy is very clear about pedagogical and curriculum reform, with reference to the integration of ICT in education. It suggests that the curriculum should promote skills of accessing, managing, and processing information, as well as promote collaborative work skills, problem solving, and learning to learn capabilities. It proposes that the curriculum must be explicit in providing guidance to all teachers on these matters. In particular, the policy identifies three aspects to the role of ICT in the curriculum:
Curriculum for ICT skills and knowledge which is referred to as ICT literacy skills; ICT as a Subject, which implies the study of computer studies and information technology geared towards more advanced technical skill development; and Curriculum for the use of ICT within subjects, which is referred to as cross-curricula ICT.
This suggests that the policy focuses more on the integration of ICT in curriculum development and less on the pedagogy of curriculum delivery. Furthermore, the policy also expresses an openness to acquire and use content that are produced elsewhere, if it is considered suitable.
Assessment reform The policy states that curricula make explicit what is expected of learners, students, and teachers with reference to ICT in education. This includes guidance to teachers on how to present the relevant assessment criteria to learners and students. However, the case study of Namibia does not provide any additional information on assessment reform.
School restructuring The Namibian case study did not address this particular component.
Technological infrastructure The Namibian case study states that the World Economic Forum’s Global Competitiveness Report 2009 confirms that the quality of Namibia’s infrastructure, including its ICT infrastructure, is in excellent condition. However, the case study does not show how this will positively affect the implementation plan of the policy. Nevertheless, the status of other policy technological infrastructure components are:
Hardware: No specific information is given regarding the hardware that is, or will be, available and deployment plans.
Software and content development: The policy poses the option of acquiring content, adapting content that is acquired, or creating content, depending on which is suitable and cost effective. It also specifies the creation of local Namibian content wherever the need is perceived in subjects such as history, social studies, geography, language and literature. A Digital Library is also proposed in order to provide educational materials to support the curriculum, the administration, and the training of the education community. Networks: Currently, the Government of Namibia is making plans for direct Internet connection in their attempt to lower the costs of bandwidth and accessibility. Namibia has many direct links to other neighboring countries that provide the necessary Internet capacity. However, the case study provides no specific information regarding the local connectivity or bandwidths in the country either through wire-lines or wireless arrangements. The policy proposes to promote reliable information on a range of platforms including audio and video and relevant websites. Technical support: A crucial component of Namibia’s ICT in education implementation framework was the establishment of the National Education Technology Service and Support Centre. The main purpose of the centre is to serve as a one stop ICT shop for the deployment and support of ICT in all educational institutions and take
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Transforming Education: The Power of ICT Policies